Theoretical foundations for sound's use in multimedia instruction to enhance learning     

M. J. Bishop  Ward Mitchell Cates 《Educational technology research and development : ETR & D》2001,49(3):5-22

Recent technological advances now make possible the full integration of sound in instructional software. Sounds may gain and focus learner attention, reduce distracting stimuli, and make learning more engaging. In addition, they may help learners condense, elaborate on, and organize details, highlighting inter connections among new pieces of information and making connections to preexisting knowledge. Thus, sound may hold great promise for moderating acquisition, processing, and retrieval “noise” in instructional software. Unfortunately, interface and instructional design guides almost completely ignore sound, and research suggests many promising instructional uses remain largely unexplored. This paper explores information-processing and communication theoretical foundations for sound's systematic use in the instructional communication system and proposes a framework for a program of research on instructional software's use of sound. MJ is assistant progressor in the Educational Technology program at Lehigh University, and Ward teaches instructional design and interface design and coordinates the Educational Technology program there.  相似文献   

Towards an Understanding of Individual Acts of Teaching and Learning     

Keith Trigwell  Michael Prosser 《高等教育研究与发展》1997,16(2):241-252

This article uses a phenomenographic perspective to interpret and integrate the results of relational research, including phenomenography in particular, in analysing the experiences of teaching and learning in higher education. In this analysis the experience is conceived of as temporal and not extended over time. We describe conditions associated with two qualitatively different approaches to teaching which, as suggested by other research results, are associated with differences in the quality of student learning. Such an analysis can help explain the variation in the experience of the same lecturer in different teaching contexts or of different lecturers in the same teaching context.  相似文献   

Full-day kindergarten and student literacy growth: Does a lengthened school day make a difference?     

Keith Zvoch  Ralph E. Reynolds  Robert P. Parker 《Early childhood research quarterly》2008

In the context of a quasi-experimental research design, literacy data obtained on students were examined to assess relationships between kindergarten program model (full- vs. half-day) and student literacy outcomes. Application of multilevel modeling techniques to the time series data collected from kindergarteners in economically disadvantaged school contexts in a large southwestern school district revealed that students exposed to a full day of instruction had greater literacy growth than their peers in half-day classrooms. Further examination of the program model results revealed that the relative efficacy of full-day kindergarten tended to be greater in smaller class size environments. These results, if replicated, suggest that full-day kindergarten initiatives targeted toward students from disadvantaged backgrounds may be more successful when implemented in classrooms with relatively small student enrollments. Implications for instructional policy and practice are discussed.  相似文献   

Promoting Academic and Social‐Emotional School Readiness: The Head Start REDI Program     

Karen L. Bierman  Celene E. Domitrovich  Robert L. Nix  Scott D. Gest  Janet A. Welsh  Mark T. Greenberg  Clancy Blair  Keith E. Nelson  Sukhdeep Gill 《Child development》2008,79(6):1802-1817

Forty‐four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research‐based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands‐on” extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social‐emotional competencies and (b) language development and emergent literacy skills. Take‐home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty‐six 4‐year‐old children tracked their progress over the course of the 1‐year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.  相似文献   

Educational Philosophy and the Challenge of Complexity Theory   总被引：4，自引：0，他引：4  

Keith  Morrison 《Educational Philosophy and Theory》2008,40(1):19-34

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Great Teaching‐Observe It,Emulate It,and Pass it On!     

Dr. Gabriel Keith Harris 《Journal of Food Science Education》2016,15(1):8-8

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Cultural entrepreneurship and the Banff Television Festival     

Keith Acheson  Christopher J. Maule  Elizabet Filleul 《Journal of Cultural Economics》1996,20(4):321-339

Cultural entrepreneurship involves a conception, an initial launch, and a transition to an established event. Each stage generates wicked coordination and financial challenges. We explore this important process by examining the history of the Banff Television Festival, an annual event featuring a competition, workshops, and providing a forum for developing projects. The documentation indicates that the anticipated problems of nonprofit activities — inefficient administration, crude management systems, slow adaptation and little innovation — were not characteristic of the Banff experience. Well informed industry customers and patrons have established an environment which generally encouraged managerial competence and creativity. This benign result may not generalize to other cultural initiatives, in particular to those that serve the public directly and draw patronage from diverse sources.The paper was presented at the 9th international conference of the Association for Cultural Economics, held in Boston, May 8–11, 1996.  相似文献   

Governmental support for industrial research and development in France: Theory and practice     

Keith Pavitt 《Minerva》1976,14(3):330-354

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Letters to the editor     

Bishop D 《Bulletin of the Medical Library Association》1975,63(1):68-69

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Activities for a Regional Medical Library: a view of priorities by users and librarians.     

D Bishop 《Bulletin of the Medical Library Association》1975,63(3):247-251

Priorities are given for five major categories of regional medical library activities, with further ordering of some fifty specific activities, as determined through discussion with, and a questionnaire survey of, the advisory committee of the Midcontinental Regional Medical Library. These activity priorities are considered a working tool for formulation of objectives and development of plans, and do not include a consideration of methodologies for implementation. User and librarian responses are noted and some interpretive comments are made.  相似文献